The Filipino family experiences fellow feeling or being involved in family matters.

What happens to one happens to all. The family members experience as “we” not as separate individuals. This is an affirmation of family ties (Panopio&Rolda 2000). This will prove some difficulties later when parents send their children to school most especially to a university that is far from home. To Filipino parents, a university degree is a more lasting inheritance than any property they could possibly give to their children. You will never lose it, they say. The price of finishing a college education is probably highest in our culture, especially among families that are financially challenged. Thus, it is expected parents wanting their children to enter pre-school and complete at least a bachelor degree. It is easier said than done because as children start to embark their life in the academe, they are usually unprepared of what endeavors they would likely to face after high school graduation and what life awaits them as they eagerly enter the university. They will be faced with many challenges but the most highlighting among them is the transition process where their level of adaptation with regards to their personality, intellects and social aspect is really put to test.

The first year of college is an important time for students in creating the foundation of their subsequent experiences. The transition process that possibly begins even before the start of the semester brought a paramount changes for an individual who recently graduated from high school and decided to enter university. This process involves breaking old routines to adjust the demands of the new environment including new social, intellectual challenges. Students need to cope up with new lifestyle of their residential and academic aspects as well as being away from the familiar and secure

features of the previous environment. As a result, they will experience strain, state of grief, depressed mood, preoccupation with home and higher absentmindedness that are more likely to affect their coping with academic work and reduced their satisfaction with aspects of the current environment and social contacts (Stahols et al 1983). The losing of a familiar environment and warmth of home triggers the phenomenon of “homesickness” which is an adverse reaction.

Homesickness as defined by Fisher and Hood (1987) is a complex cognitive-motivational state concerned with grieving for, yearning and being preoccupied with thoughts of home. Fisher (1988) collected comments describing homesickness made in diaries and letters by boarding school pupils, student nurses, university students and a former soldier. They all revealed a sense of loneliness, depression, emotional distress and a preoccupation with a longing for home. In a similar study obtained by Baier and Welch, (1992); Eurelings Bontekoe, Vingerhoets and Fontijn, (1994), Fisher, (1989), states that all people around the world regardless of age, gender and race have experience being homesick. Generally, homesick children and students miss their parents and family, friends and other familiar persons, their familiar surroundings at home comforts and they feel extremely insecure. In a findings emphasized by Brewin et al (1989), suggest that homesickness as a potentially important phenomenon that may exercise a considerable influence on academic performance at least in the short term. Further, Van Tilburg et al (1996) emphasized the need for further examination of cultural differences. In the study of Stroebe, van Vliet,

Hewstone and Villis; they found out that UK students reported more intense homesickness than the Netherlands students.

According to studies being homesick, can be determined by many factors. An early study by Fisher, Murray, and Frazer (1985) showed that homesickness was predicted by lower levels of responsibility for the decision to make the educational transition, and greater geographical distance from home. Experience as a factor said that previous experienced away from home can be a predictor of homesickness. If an individual before fully living independently has not experience being away from home over even for a little time, he or she then is more prone to being homesick. Negative impressions and low expectations for a new environment of an individual strongly affect the occurrence of homesickness. The attitude of a student towards the university or a new environment he or she dwells on can be self-fulfilling prophecy. If a person thinks that he/she will suffer from the separation, then he or she will let situations lead him or her to that experience. Fisher (1989) found that introversion, depression and obsession are related to homesickness. Furthermore, Eurelings-Bontekoe et al (1994) found higher levels of introversion, rigidity and negativism and lower levels of dominance among homesick conscripts. But the most important factors are attachment and family. An insecure attachment relationship with primary caregivers basically causes the separation more stressful. In relation to family cohesiveness, it is likely that the more cohesive a family is, the greater the level of homesickness a person would experience. According to Brewin, Frenham and Howes (1989), dependency on others is a significant predictor of homesickness. So it follows that the children will suffer more from

separation because of their great dependency on others. Studies have found the relationship between homesickness and greater number of cognitive failures, poor concentration, handing in work late, decrements in work quality and higher scores on anxiety and depression (Burt 1993). The researchers would like to explore and study the impact of homesickness hoping it could contribute to the following: ●To educators most especially university instructors that the findings of this research will enable them to understand what is being experienced by freshmen student, Thus, they may adapt appropriate teaching styles that consider the needs of freshmen students. Also, they may look for alternative solutions that help students cope with their anxieties that are triggered by homesickness.

●To the educational institutions that caters the academic and social endeavors of individuals, that the research findings will let them be aware of the environment they created to be a haven for the pursuers of academic and social success. So that, they may be aware of how students thrive in such environment concerning their academic performance. Thus, they may plan programs and activities that may lessen or help students overcome the feeling of homesickness.

●To the university freshmen in different schools that the findings of this research will help them to understand what they are experiencing, Thus, they may accept and understand their weaknesses and strengths that will help them deal with homesickness.

So that, in meeting the demands of their studies they will be successful in handling them to ensure their growth and development. ●To the researchers themselves, that as a Psychology student they may be able to share their knowledge and understanding about homesickness. As student, they are aware of the experiences of their fellow students because of that, it is imperative for them to lend their help. Through this study, they may help those in authority to further be sensitive to the experiences of students.

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